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Much of the effort thus far has centered around the adjacent village, Ban Huay Khom. The proceeds from the album will go to the development of the music programme, with future plans for organizing a tour of the talented Akha group from the local village. The hope is that as Akha children see their older siblings on the stage sharing this special music with the outside world, a genuine sense of pride and desire to learn the songs will be born within the children. The eBannok Handicrafts project has been running for over a decade, employing local Akha women to make whistles in the design of local birds.

The chance of employment gives the women an independent Our Outdoor Volunteer Programme employs members of the Akha, Lahu, and Karen tribes, all of whom have an intimate knowledge of the local environment and cultures. The construction and renovation Our Ecotours project runs trekking and homestay programmes, visiting local hilltribe communities. The guides we employ are all local hilltribe members, who live in the villages we work with.

Home Archived projects Community Music Programme. Community Music Programme. Core projects. Jonathan is an alumnus of the Guildhall School of Music and Drama MMus, cello and the University of Manchester MusB and has been working as a professional musician and as a music educator since graduating from the UoM in Jonathan is also in demand for recording and session work and regularly performs with his string quartet, the Vine Quartet.

Chris previously worked for a political party for 9 years including as a Campaign Manager for the London Mayoral election and has a particular interest in increasing standards in education and services for young people. James has worked as a SEND teacher in inner-city secondary London schools for the last eighteen years. He learnt to play the viola alongside pupils using the MiSST teacher programme. September was the joining date for Beacon High. A boy with a history of behaviour issues. He has taken a great interest in music and is keen to make progress. He visits the music department every lunchtime to practise.

Music has given him a focus and the improvement in his overall conduct has been notable. I hope that both the orchestra and the MiSST programme will continue for years to come. Programmes also support school musicians whose musical standard is above their peers. Saturday Music School runs between The autumn term begins on September 15th and runs until November 24th with a half term break on the 20th and 27th October.

During the morning students will have sectionals, rehearsals and the opportunity to learn more about the music they play through listening and watching clips of other musicians. Workshops with Nicola Benedetti, side by side with the Pico Players and planned masterclasses with the Chethams School of Music and the Alauda Quartet add to the breadth and depth of the provision.

To register, please email info misst. This programme offers 12 MiSST students the opportunity to gain and develop skills through a planned programme with the aims of:. Obviously things have changed since then and over the years I have learnt various instruments like flute and keyboard, but I have never felt as connected to music as a year and a half ago, when I first started playing saxophone.

Saxophone has led me to being a part of advanced orchestra and band at school, and of course the MiSST Saturday orchestra.

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These are honestly all of the highlights of the week for me. I used to see music as a hobby rather than a career, but being a part of such ensembles made me realise that in future I definitely want to pursue music professionally. My musical journey began 3 years ago, when I came to the UK. I was so excited to go to a new school and when I got my first violin I was amazed. At first I was terrified as all my classmates had already played violin for one year.

This pushed me to work hard and try to be as good as my friends. It started off with school ensemble and got to the point where I am now, the MiSST orchestra; the most amazing group of young people anybody could be. I have taken part in many unforgettable events, including the most incredible concert last April 5 th anniversary.

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I am so grateful to be involved in this programme and I would recommend it to every young musician. I was given the opportunity to play the cello which forced me out of my comfort zone and I joined the school senior orchestra in year 7. Everyone was older and better than me which made me practise hard and allowed me to meet new people. What really changed me as a musician was joining the Saturday school in year 8.

The music was almost impossible and it felt like everyone was times better than me. The constant performing and the fact that none of my friends attended boosted my confidence in a way that nothing else ever could have. Music improved my team work skills and multi-tasking ability which made me better in core subjects. It also gave me the motivation to focus and work hard because I knew that if I kept up my school work I would be allowed to continue music. Another vital thing that music did for me was that it made me feel like I belonged.

I struggled, particularly in the lower school with being dyslexic. I felt stupid and behind everyone else but being a part of the music at HGS let me do something I loved and that I felt kind of good at. I began at Highbury Grove in I already had some musical experience, having learnt the violin for two years with Music First. Also during my time at Gillespie Primary School , I started learning the trumpet and piano.

Highbury Grove offered countless ensemble and performance opportunities which allowed me to really develop as a musician. It was very and quickly advanced my development as a musician. At Saturday Music School I led the brass sectionals which challenged and improved my leadership skills. In I gained a seat at the London Schools Symphony Orchestra which was great fun and allowed me to keep up my love for orchestral playing. This year I am taking a gap year, having received an offer to study music at Cambridge next year.

I started playing the flute when I was at Highbury Grove School at the age of At the time I also took lessons on the cello but felt that my passion for music could personally be more expressive with the flute which led me to enjoy music-making more whilst studying at school. At this point I knew that I wanted to pursue towards music as a career in the future. My experiences with these youth orchestras will never be forgotten as they were very beneficial to my development and progression as a young musician.

In aspiring towards a career in music, I decided that I wanted to apply to conservatories for further education, which led to gain a place at the Royal College of Music. Now currently in my 3rd year at RCM, I realise that so much has changed in my performing and my overall musicianship through the experiences I have gained. I hope to continue to experience different musical opportunities that will push me towards my goal of becoming a professional orchestral musician in the future.

This student had a few engagement and behaviour issues when he started school. He started violin in his music lessons and then asked to continue in the Music Specialist School. At NNA all children attend a weekly singing assembly and Years 4 5 and 6 have the opportunity to learn a classical instrument through group tuition. The programme is strongly supported by the Headteacher and Governors of the Academy. At COLAHG, over 1, students have learned to play a classical instrument, with music completely embedded in the life of the school.

The number of students engaged in regular music activities totals over Orchestras, ensembles, individual and paired lessons, choirs, bands and rock groups add to the diversity of the music curriculum, engaging large numbers of students beyond the formal music curriculum. Over 80 students now play at Grade 4 and above with almost 40 at a level equivalent to Grade 6. Instead she learnt to play the viola in core Music lessons. In April she decided that she would like to join Music Specialist School and so she started coming to the after school sessions and having individual lessons.

Her playing has gone from strength to strength; she says her highlight of the year was being selected to attend the MiSST Radley College residential in July. EGA runs a music specialist school programmes with 70 students who have theory lessons, choir and small group instrumental tuition.

There are currently year 7s on the programme. All students at Lister have had the opportunity to learn how to play a classical music instrument in the last 5 years. This student finds many aspects of school life difficult and confusing due to his autism, but when he is playing his flute he is happy and focussed.

After initial worries about attending flute lessons and rehearsals, he has come into his own and is always one of the first in the room for orchestra. It is fantastic to see the effect that music has on him and we are delighted he achieved Grade 1 Merit this year. She had an interest in drama and dance outside school, but this was the first instrument tuition that she had encountered.

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Her progress was evident within a couple of weeks. She was one of the pupils that surpassed what the beginners in the previous year group had achieved by the end of the year the end of her first term.


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Her increasing knowledge of theory has encouraged her to start composing and every lunchtime she comes to music to write songs. The most recent of which was performed at our summer showcase. The end of the era was marked with a number of celebrations where the musicians not only played a key role but also played exceptionally well. The senior orchestra who have become skilled, accomplished and self-directed demonstrated the power of music and what can be achieved through regular, high quality group tuition.

Sedgehill school joined the prgramme in Close to five hundred students attended the MiSST programme last year. This student joined Sedgehill School in September and quickly demonstrated how musically talented she is. She previously had no experience playing an orchestral instrument before joining but has risen to the challenge.

She auditioned for both the school orchestra and school choir Vocalize, having solo parts in both. She has begun to write her own music thanks to her experience in the MiSST programme.

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She attended Radley this year and plans on attending Saturday school later this year. She is now a school ambassador and has stated that music has given her the confidence to fulfil this role. AMSI is the first MiSST alumni school, who having run the programme for 3 years are now developing their own classical music programme.

MiSST continues to support the school financially to further develop of ensemble playing. I went to a lot of different primary schools when I was younger as we kept moving a lot. In the last primary school I went to I really wanted to learn the trumpet. My mum signed me up and I really enjoyed playing this instrument and got to grade 2 at the end of Year 6. When I started secondary school, I was able to continue playing the trumpet in cadets which allowed me to play another instrument in school. I chose to play the flute because it was interesting for me because I never thought that I would be able to play the flute as it looks really hard.

Music allows me to express myself and this is important to me as I want to be a graphic designer in the future. I want to be like the Japanese guy that created Sonic The Hedgehog.

I started playing violin when I was 9 years old and joined the beginner string group at the Waltham Forest Music Service. It was only when I arrived at Frederick Bremer that I was able to get an individual lesson. I am now preparing to take my Grade 3 exam and am involved in the Waltham Forest Intermediate Strings group, school orchestra and advanced string ensemble. I was also lead violinist for one of the ensembles performing alongside Nicola Benedetti at the Barbican concert last year.

I have been a part of the Music Specialist School since last year where I take part in the ensembles, choir and I have recently started to learn the flute. I love music, I like practicing and performing with friends. Playing music allows me to express myself, I get quite stressed and it allows me the opportunity to forget about everything. I love playing music because it relaxes me and I think it has helped my concentration too. Performing at the Barbican was so exciting because I have never been to such a big posh place before.

I had my photo taken in a green place because when I am older I want to save the planet and make it a better place for everyone. I have recently completed my Grade 5 on the violin. Being exposed to other enthusiastic musicians propelled my desire to seek more musical extracurricular activities.

Music has always played a huge role in my life, and the MiSST programme has helped push my abilities by providing opportunities to not only tour Europe and play in prestigious venues but to also pass on my musical knowledge unto others. All are very excited by the programme and resources are being developed for use in other MiSST schools to use with children and young people who have particular learning needs.

The music was hard but not impossible so once we had grasped it, it was nice to be able to focus on musical technique and the details of the music as that is something we rarely do at school.

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It was also really nice, as older students, to mentor the younger students as it not only helped then but also helped us to understand the music better. The sports and activities, like swimming, football, rounders, warm ups before rehearsals and the country walk, allowed us to explore the school grounds, which are enormous and the family groups split up our usual friendship groups and let us meet new people, allowing us to make new friends.

Being coached by him in the master class was unreal. He was supportive, fun and made the trip absolutely unforgettable. Music means that I can learn how to do specific skills that I can use in my daily life. For example; learning how to play with different people means that I learn how to communicate, which I can use in daily life. Music also means that I get to see a lot of different cultures that I have never seen before. In short, I get to learn more about the world.

I came to England from Moldova in September I never considered playing an instrument but now I have learnt two in the space of a year. I used to play a bit of piano at primary but I was not overly keen. I have always liked the subject music and singing especially! I guess I have just always been confident.

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I chose to have my picture taken in my bedroom as that is where I practice my viola so I spend a lot of time in it! The Foundation believes that in order to maintain vibrancy in the arts, it is critical that the new generation of potential artists are nurtured and encouraged.

Recognising that these are difficult economic times to get a start in artistic life, the Trustees are prioritising projects that enable people to develop their abilities and careers. We work closely with Music Educators throughout the country and pride ourselves on great customer service and the ability to offer schools and parents a one stop solution to all of their purchasing needs. We have a team of well qualified and experienced personnel and payroll advisers and supporting administrative staff.

Orchestras for All believe that no young person should be excluded from the benefits of making music. We bring together young musicians of a wide range of abilities within one ensemble. This teaches leadership skills to more advanced players, and gives peer role models for the youngest. Andrew has over 25 years of experience in entrepreneurial ventures across a variety of sectors including health, wellness, hospitality and consumer brands.


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